Kamelia Paska Rusmana, 2015
RECIPROCAL TEACHING STRATEGY AND STUDENTS’ READING COMPREHENSION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
narrative texts, null hypothesis and alternative hypothesis are used. According to Coolidge 2000; Kranzler Moursund, 1999 stated that the null hypothesis and
alternative hypothesis are as follows:
H : there is no difference between student’s reading comprehension of narrative
texts by using Reciprocal Teaching Strategy in experimental and control groups after being given the treatment.
H
A
: there is difference between students’ reading comprehension of narrative texts by using Reciprocal Teaching Strategy in experimental and control groups after
being given the treatment.
1.6. Significance of the Research
Theoretically, this research can be one of major contributions for educational field especially in teaching strategy which is used in teaching and
learning process. It is hoped that this research will give an input for teachers especially English teachers in developing teaching strategy for reading
comprehension.
Furthermore, if the result of this research shows that there is a significant difference between both groups, so this strategy can be regarded as a productive
method that can be used as an altern ative strategy to improve students’ reading
comprehension.
Kamelia Paska Rusmana, 2015
RECIPROCAL TEACHING STRATEGY AND STUDENTS’ READING COMPREHENSION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
1.7. Clarification of the Terms
In order to avoid misinterpretation in understanding this research, it is important to clarify the following definition of key terms:
a. Reading Comprehension is the process of understanding the text in which
we interpret ideas which are conveyed in the text beyond the words and to construct our own meaning McNamara, 2007 Wilhelm, 2008, as cited
in Agustiani, 2010.
b. Reciprocal teaching strategy is the strategy in teaching reading which
includes four various stages: predicting, questioning, clarifying and summarizing, in order to promote
students’ motivation to think and to interpret the text and to construct their own ideas Palinscar Brown
1984, as cited in Doolittle et al., 2006.
c. Narrative text is one of the text types genre which is proposed to
entertain, and to deal with actual or vicarious experience Gerot Wignell, 1994, p. 204.
Kamelia Paska Rusmana, 2015
RECIPROCAL TEACHING STRATEGY AND STUDENTS’ READING COMPREHENSION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
1.8. Organization of the Paper
The paper is organized into five chapters. Each of them is provided with some subtopics to give an insight into the topic under investigation.
The first chapter is introduction. It gives a brief description of the whole content of the research. It includes background of the research, statement of the
problems, aims of research, scope of the research, hypothesis, significance of the research, and clarification of terms. The organization of the research is also
provided in this chapter. The second chapter is literature review. It explains theories and literature
which relevant to the study. It includes theory of reading, teaching reading method: Reciprocal Teaching Strategy, and narrative text.
The third chapter is research methodology. It presents the methodology or the research design used by the researcher. This chapter consists of research
design, data collection and data analysis. The fourth chapter is findings and discussions. It reports the result of the
research which explains the findings of the research and the discussion according to the data obtained.
The last chapter is conclusions and suggestions. This chapter presents the conclusions of the research and suggestions for the next research as well as for
teachers based on the result found by the researcher.
Kamelia Paska Rusmana, 2015
RECIPROCAL TEACHING STRATEGY AND STUDENTS’ READING COMPREHENSION Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER III RESEARCH METHODOLOGY
